Justine Stuckings

Monash College
Teacher Diploma of IT

Empowering students to lead with confidence and curiosity

From dreaming of teaching art to now guiding STEM learners, Justine helps students build self-awareness, leadership, and academic confidence. By connecting learning to real-world impact, she inspires students to take ownership of their education and become changemakers in their own lives.

What does ‘being a changemaker’ mean to you personally?

When we empower students with self-awareness and leadership skills, they gain the capacity to transform their workplaces, projects, industries, and the world around them. Being a changemaker means creating ripples of positive change through the learners we teach.

What would surprise your younger self most about what you do now?

When I was growing up, I dreamed of becoming a high school art teacher. My younger self would be delighted to know that this dream has grown into a reality where I now teach STEM at a leading  pathway provider and part of the globally connected Monash University network!

Being a teacher allows me not just to impart knowledge, but to build confidence, foster curiosity, and nurture resilience in my students.”

What motivates you to continue pushing boundaries in your work?

After nearly a decade in education, my LinkedIn feed is filled with posts from hundreds of former students pursuing excellence in so many different ways. Their achievements inspire me to keep striving to be my best so that they can continue to do theirs.

Was there a turning point that brought you to becoming an educator, or did you always know you'd end up here?

Though I initially pursued engineering after high school, my childhood dream of becoming a teacher never faded. And seeing the impact of truly engaged educators inspired me to follow that path.

The journey took time, but the industry experience I gained now allows me to bring valuable real-world perspectives to my students.

How would you explain your role to someone who’s unfamiliar with pathways education?

At Monash College, we equip our students with the foundational skills that will support their success in further study and throughout their careers. Our role extends beyond teaching technical concepts in the classroom; it’s about mentoring students as they develop the autonomy essential for higher education. Young adults can be impressionable, and it’s a privilege to help instil academic confidence, soft skills, and the foundations for technical expertise.

How do you help students build confidence and transition readiness, not just knowledge?

I always endeavour to help students understand the broader context of their learning. By showing why these skills matter and how they will be applied, students are better able to take ownership of their learning, develop pride in their achievements, and feel confidently prepared for their transition to Monash University and beyond.

What do you hope your students take away from their time with you? Is there a student moment you’ll never forget, and why?

I hope my students understand how much faith I have in their potential. The transformation I witness from their first day in class to the end of the trimester never fails to inspire me. Their growth reaffirms just how capable they are of achieving excellence in so many areas of life.

What does being a teacher allow you to do that nothing else can? Was there a moment you realised that your work as an educator goes beyond what happens in the classroom?

Being a teacher allows me not just to impart knowledge, but to build confidence, foster curiosity, and nurture resilience in my students. No other professional role has given me anything close to the satisfaction that comes from witnessing a tentative learner grow into a capable, independent thinker.

What legacy or ripple effect do you hope to leave behind?

I hope my legacy is a love of learning, whether through formal education, personal development, or simply exploring new hobbies. I want to inspire students to try new things, even if it means risking failure or looking foolish, because that is where the growth truly happens.

What’s something about Monash that would surprise people in a good way?

Before working at Monash College, I assumed that achieving such a high global ranking would be all about strict standards, quantitative metrics, and rigid processes. Since joining, I have come to realise that it is the intangibles that make us truly exceptional. Our teachers genuinely care and continually innovate. The campus is welcoming and creates a second home for students where they feel a true sense of belonging.

What’s the biggest myth about pathways education you wish more people would rethink?

Pathway students are no less capable than those who follow mainstream education; their barriers are simply different. As a pathway institution, we endeavour to help our students overcome those barriers and go on to thrive in their future pursuits.